The aim of this qualitative phenomenological action research was to explore the viewpoints of educators participating in a community of practice that integrates the Universal Design for Learning (UDL) framework with culturally responsive teaching and personalized learning. The study involved six teachers from a competitive public school district…

One of the key goals within the global higher education sector is to continue to improve current practice in learning and teaching. Associated with this push is accountability or compliance, in terms of institutional leaders and teaching staff being able to evidence the ways in which student learning outcomes are achieved. A current area of focus…

The United States currently has a system which was instituted almost two hundred years ago as a result of the Industrial Revolution. Education incorporated the efficiency of a manufacturing model into a way to educate the general populace. While the intentions were well-meaning, they were not based on an understanding of child development or even…

Multi-Classroom Leadership is the cornerstone of an Opportunity Culture. Teachers with a record of high-growth student learning and leadership competencies, known as multi-classroom leaders or MCLs, teach part of the time and lead small, collaborative teams of two to eight teachers in the same grade or subject to meet each MCL's standards of…

The role of public education has never been more important--it is the bedrock of democracy. The failure to provide an equitable public education that enables equal access to opportunity unravels the American dream. Competency-based education holds promise as a uniquely powerful model for fostering equity, but only if equity is an intentional…

Here is what our work uniquely brings to policy and planning tables: (1) An expanded framework for school improvement--We highlight that moving from a two- to a three-component policy and practice framework is essential for closing the opportunity and achievement gaps. (That is, expanding from focusing primarily on instruction and…

Co-teaching involves a highly collaborative, mutually accountable relationship between a regular education and special education teacher in an inclusive environment. Effective co-teaching involves both teachers working together in the regular classroom setting in an effort to make learning accessible for all students regardless of ability or…

This article traces how the work of instructional leadership in the urban high school embodies a response to particular pressures in the school's environment. Based on evidence from multiple-case study research in four urban districts, the article demonstrates how supervisory and nonsupervisory leaders fashioned responses to the district (and…

With evolving eras in special education, an extreme concentration has been placed on accountability through high-stakes testing. In the past, only test scores of general education students were analyzed in most accountability efforts. Current laws, however, have extended accountability measures not only to include those students served in special…

"Education Matters" is the monthly newsletter of the Association of American Educators (AAE), an organization dedicated to advancing the American teaching profession through personal growth, professional development, teacher advocacy and protection. This issue of the newsletter includes: (1) Differentiated Instruction: Responding to each student's…

The purpose of this study was to inform instruction by using data as a progress-monitoring tool to drive instruction and ultimately student achievement. During the course of this study, data was gathered from a pre-test in a mathematics measurement unit to determine differentiated instruction and grouping. Formative short frequent assessments were…

A growing number of educators around the country are turning to technology and different teaching and learning approaches to give students personalized learning experiences that mirror the customized experiences they take for granted outside of school. To meet students' individual needs, they are putting in place 1-to-1 computing programs and…

The authors of the "No Child Left Behind Act of 2001" anticipated that a majority of school districts or schools would not be able to attain state and national achievement standards without assistance. Consequently, the Act created a major tenet known as Supplemental Educational Services (SES) programs to improve the learning outcomes of…

Suggests teacher-student conferences as an alternative to the seminar method of individualizing instruction. (RB)

Presents several ideas concerning ways to make the office procedure class more relevant to student needs. (JS)